NURS23131
Introduction to Neonatal Low Dependency Care
10
Semester 1
Undergraduate
Level 5
Tracey Jones
Unit coordinator
1
FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors '
European Credit Transfer & Accumulation System Rating : 5.0
<div> This is a year 2 ‘discovery unit’ available to all students as a choice from a menu of options. </div><div> This unit for students who wish to learn more about caring for neonates in low dependency environments.</div><div> </div>
<div> <strong>Key themes:</strong></div><ul> <li> The policy context of low dependency neonatal care</li> <li> Neonatal embryology</li> <li> Family centred care in a neonatal low dependency environment</li> <li> Disease processes in the newborn</li> <li> Newborn infant life support</li> <li> Support for human milk production and appropriate infant feeding</li></ul><div> </div>
<div>This unit aims to:</div><ul> <li>Introduce the student to the complex needs of infants and families requiring Neonatal Low Dependency Care</li> <li>To enable the student to understand the basic embryology and physiology related to common neonatal conditions that require specific neonatal low dependency nursing care</li> <li>To help the student to develop the knowledge required to support the family unit at times of illness and stress</li> <li>To introduce the student to local, national and international forums that influence neonatal care</li></ul><div> </div>
<p>The learning outcomes for this unit align with NMC (2018) Standards of Proficiency 1.2 1.11 1.12 1.13 1.14 3.1. These outcomes are also met within the core part of the programme.</p>
<div> To demonstrate knowledge and understanding of disease patterns and processes that influence the need for low dependency care of the newborn</div><div> Understand basic embryology and recognise how this affects both short and long term outcomes</div><div> Demonstrate an understanding of the needs of the family when a baby requires low dependency care</div>
<ul> <li> To identify and discuss the professional, political and financial drivers that may impact on care of the newborn and their families or carers</li> <li> Explore innovative practice related to low dependency care of the newborn</li></ul><div> </div>
<ul> <li> To understand and demonstrate the practical skills related to newborn infant life support</li> <li> To understand and demonstrate the practical skills required to support lactation and breast feeding</li></ul>
<ul> <li> Demonstrate understanding of the evidenced based rationales for care and treatment within low dependency neonatal care environments</li> <li> Reflect on their own knowledge and skills in relation to neonatal nursing</li> <li> Develop skills of decision making, prioritising, team working and self-awareness</li> <li> Participate in collaborative learning and peer support</li></ul><div> </div>
<div>This unit is part of a menu of options (Discovery Units) available to all students on this programme. It is important to note that the overall B.Nurs (2019) programme design ensures that students have the opportunity to meet the proficiencies aligned to the learning outcomes for this unit elsewhere in the programme. Therefore students who choose other available options will not miss out on the opportunity to achieve the programme learning outcomes that align to this unit. The intended learning outcomes for this unit have been developed to align directly to a number of NMC (2018) standards of proficiency in order to support student’s choice to further develop these proficiencies. </div><div> </div><div>The aims and learning outcomes for this unit focus on the following central themes:</div><div> </div><div>a)<span style="white-space:pre"> </span>Key concepts in low dependency neonatal care (family centred care/support for human milk production/infant feeding)</div><div>b)<span style="white-space:pre"> </span>The policy context for organisation and delivery of low dependency neonatal care</div><div>c)<span style="white-space:pre"> </span>Understanding newborn infant life support </div><div> </div><div><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">The <u>teaching and learning methods</u> used include online live lectures, student focused learning and seminars based on patient centred scenarios. The patient centred case scenarios guide students to develop insight into the experiences of the patient, carers, and professional teams involved in the scenario.</span></span></span></span></span></div><div> </div><div><span style="font-size:12px;"><strong>Assessment </strong></span></div><div><p><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">The students will complete an exam preparation workshop whereby a case study will be discussed as part of a seminar, presenting opportunities for tutor and peer formative feedback</span></span></span></span></span></p><p><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">The summative assessment involves the student completing an open book assessment based on a seen case scenario. The exam is completed in one hour and the assessment is available for a 48 hour period. The student will be given the case history in advanceof their timed exam period iin order that the student may gather the required detail and references to support their answer.</span></span></span></span></span></p><p><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">The assessments tests the students understanding of evidence based care in the low dependency neonatal care environment. The indicative content delivered via lectures, guided independent study, and seminars.</span></span></span></span></span></p></div><div> </div>
0
Other
100%
<p>Open Book Assessment</p>
<p><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">Students will have the opportunity to attend formative seminars prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all undergraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.</span></span></span></span></span></p><p><span style="font-size:12px;"><span style="vertical-align:baseline"><span style="font-family:Calibri,sans-serif"><span style="font-family:"Arial",sans-serif"><span style="color:#343536">Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. </span></span></span></span></span></p>
BNurs (Non HEE)
BNurs (Hons) Adult
Second Year
Optional
BNurs (Non HEE)
BNurs (Hons) Children's
Second Year
Optional
BNurs (Non HEE)
BNurs (Hons) Mental Health
Second Year
Optional
N
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Assessment written exam
1
Lectures
6
Seminars
6
Work based learning
5
0
82